Thursday, April 30, 2009

Overview of my first TRD.
I started the term off by immersing the class with fairy tales. I decided I'm going to try and use our school inquiry model to help the students further develop their higher order thinking by using graphic organisers; created an online a writing survey; video interview students for their personal views regarding writing and online wiki knowledge; researched further information on reflective feedback and met with IT Tech to discuss technical ideas and issues that will assist with online audience interaction; wrote homework tasks for two weeks; wrote a draft outline of my project and what the class are doing.
Over the holidays the children were asked to read as many fairytales as possible and bring their favourite fairytale books to share. We started the term by discussing what fairy tales are; brainstormed as many fairy tales as possible - this brainstorm will be uploaded as a Wordle to show which fairy tales are the most known at the Year 3/4 level in our school. We viewed "Shrek" without sound focusing on the characters, then transferred the characters onto a fairy tale identification chart. The students are already beginning to make connections between fairytales.
Within our guided reading programme the students have tasks that relate to their specific reading level fairy tale. They are also expected to complete a classification chart then select two to complete a venn diagram.
We have discussed what are the main features of a narrative and how to use a story plan to assist with ideas and sequencing. We have read traditional fairy tales and some modern day silly fairytales. All of the children have written an unassisted fairytale based on one they have already read. They were expected to change the story in some way.. Just as I was expecting there is certainly a huge range of writing levels within the class.
I have created a writing survey which I am using when video interviewing the children. We have also created it online for the children to go online in the classroom to complete it. The results will then be sent back to me for collation. I video interviewed 5 students which was interesting.
One question they were asked was how could the easi-speak or a recorder help them with their story writing. Two said 'it would help them to get their ideas onto the easi-speak then they could replay it to make sure they had their ideas down'. Yay exactly what I was hoping for. I believe the students have become extremely confident and competent with using the easi-speak that they can see all sorts of possible uses that will help them in their learning.

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